Abstract
This study focused on examining the effects of early literacy intervention on the emergence and development of at-risk kindergartners’ spelling. Spelling data were selected from Scanlon et al.’s (2005) study which demonstrated the efficacy of reading intervention in reducing the incidence of at-risk children who show reading difficulties in first grade. In that study kindergartners who entered school with low scores on the letter identification were identified as being at-risk for reading difficulties and randomly assigned to either the intervention or the comparison group. Spelling was assessed on a five-word developmental spelling test and analyzed using a fine-grained scoring system to take account of pre-alphabetic characteristics and phonetic and orthographic features. Results indicated that the group receiving an 8-month period of Scanlon et al.’s Interactive Strategies Approach intervention outperformed the comparison group in the quantity and quality of their spelling.
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